Child development "laboratory schools are dedicated to
research-based instruction and furthering innovation in education.
Many of these schools are connected to universities, where students
are able to benefit from university resources and best practices"
(Khan, 2014). They have been in existence on university campuses
for centuries in the United States. The earliest colonial colleges
(e.g., Harvard, Yale, William and Mary, University of Pennsylvania)
administered Latin schools or departments to prepare students for
college (Good & Teller, 1973). Rutgers Preparatory School was
founded in 1768 and was linked to the university until the 1950s
(Sperduto, 1967). During the course of time, the laboratory schools
have changed to meet the needs of the teaching professionals and
have frequently guided the instructional methods to improve the
science and art of teaching [International Association of
Laboratory Schools (IALS), 2018]. They have also changed throughout
the years from part-day, part-time programs (McBride, 1996, Myers
& Palmer, 2017) to full-day child care, some of which is
inclusive of care offered through student service funds (Keyes,
1984; Shirah, 1988). Throughout the previous century, college and
university institutions have established child development
laboratory schools. In the early 1900s, they were initially
considered to be sites for the recent discipline of child study but
their purposes have progressed gradually. They also have assumed a
fundamental function in promoting teaching, research, and service
(such as outreach/engagement practice) in child development and
early childhood education. However, a lot of them had to struggle
for their survival when economic periods turned out to be
problematic. Several extended operating programs were discontinued
(Barbour & McBride, 2017). In 1894 John Dewey founded the
University of Chicago Laboratory School. His laboratory school is
unquestionably the most well-known of experimental schools. It was
used to research, develop, and confirm innovative theories and
principles of child development and education. Later at the
beginning of the early 1900s, exemplary schools were developed as
important centers for the preparation of teachers. Dewey's
laboratory school and the preparation of interns in a hospital were
used as a model for laboratory schools to focus on methodical
research, dual faculty university appointments, and the preparation
of preservice teachers. During the initial half of the 20th
century, laboratory schools increased in colleges and universities,
especially between 1920 and 1940. University-based child
development laboratory programs assumed a critical responsibility
in contributing to the knowledge base on child development and
early childhood education as well as the professional development
of early childhood educators. This concept of the child development
laboratory schools has heavily influenced modern views. Researchers
and educators need to understand the current sources based on
theoretical frameworks that contribute to the purposes of the child
development laboratory schools. The contents of the volume reflect
the major shifts in the views of early childhood researchers and
educators in relation to the research on child development
laboratory schools, the role of child development laboratory
programs in early childhood education, and their relationship to
theory, research, and practice. The chapters in this special volume
reviews and critically analyzes the literature on several aspects
of the child development laboratory schools. This volume can be a
valuable tool to researchers who are conducting studies in the
child development laboratory schools and practitioners who are
working directly or indirectly in these schools. It focuses on
important contemporary issues on child development laboratory
schools in early childhood education (ages 0 to 8) to provide the
information necessary to make judgments about these issues. It also
motivates and guides researchers to explore gaps in the child
development laboratory schools' literature.
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